Results for VPGE::Specialized

Autumn quarter enrollment limited to ADVANCE students; instructor consent required for enrollment. Topics include: basics of R (widely used, open-source programming and data analysis environment) programming language and data structures, reading/writing files, graphics tools for figure generation, basic statistical and regression operations, survey of relevant R library packages. Interactive format combining lectures and computer lab. For course and enrollment information, see https://web.stanford.edu/~sbagley2/bios205/

An introduction to a broad range of social science research methods that are widely used in PhD work. Prerequisite: consent of instructor.

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.

Our world is increasingly complex and laden with many forms of measurable data. Infographics abound, but whether explicit or not, the stories they tell are all designed. In this hyper-concentrated, hands-on course, students will learn to use mapping and design techniques to sort and synthesize data, unlock insights and communicate information. We will create four different types of maps and infographics and students will practice finding insight from both qualitative and quantitative information. Take this course if you are interested in learning how to navigate through and create for the complicated intersection of data and design.nnAdmission by application. See dschool.stanford.edu/classesn for more information.

This is an advanced course on quantitative methods for empirical research. Students are expected to have taken a course in linear models before. In this course I will discuss modern econometric methods for nonlinear models, including maximum likelihood and generalized method of moments. The emphasis will be on how these methods are used in sophisticated empirical work in social sciences. Special topics include discrete choice models and methods for estimating treatment effects.

Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, descriptive statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.

(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry.nnThis is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.

Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.

This course will cover the material from 252A in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.

See http://rogosateaching.com/stat209/. Critical examination of statistical methods in social science and life sciences applications, especially for cause and effect determinations. Topics: mediating and moderating variables, potential outcomes framework, encouragement designs, multilevel models, heterogeneous treatment effects, matching and propensity score methods, analysis of covariance, instrumental variables, compliance, path analysis and graphical models, group comparisons with longitudinal data. Prerequisite: intermediate-level statistical methods.

Design principles and statistical methods for observational studies. Topics include: matching methods, sensitivity analysis, and instrumental variables. 3 unit registration requires a small project and presentation. Computing is in R. Pre-requisites: HRP 261 and 262 or STATS 209 (HRP 239), or equivalent. See http://rogosateaching.com/somgen290/

Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.

Open to master's and doctoral students with priority to students in the School of Education. Focus is on the basic literature and major theoretical and practical issues in the field of program evaluation. Topics include: defining purpose, obtaining credible evidence, the role of the evaluator, working with stakeholder, values in evaluation, utilization, and professional standards. The course project is to design an evaluation for a complex national or international program selected by the instructor.

Social science researchers often deal with complex data and research questions that traditional statistics models like linear regression cannot adequately address. This course offers the opportunity to understand and apply two widely used types of advanced regression analysis that allow the examination of 1) multilevel data structures (multilevel models) and 2) multivariate research questions (structural equation models).

(Same as LAW 660A). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

(Same as GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.

See http://rogosateaching.com/stat222/. Research designs and statistical procedures for time-ordered (repeated-measures) data. The analysis of longitudinal panel data is central to empirical research on learning, development, aging, and the effects of interventions. Topics include: measurement of change, growth curve models, analysis of durations including survival analysis, experimental and non-experimental group comparisons, reciprocal effects, stability. Prerequisite: intermediate statistical methods

For undergraduates and graduate students interested in what colleges and universities do, and what society expects of them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations.

The primary social, educational, and political issues that have surfaced in American higher education due to the rapid demographic changes occurring since the early 80s. Research efforts and the policy debates include multicultural communities, the campus racial climate, and student development; affirmative action in college admissions; multiculturalism and the curriculum; and multiculturalism and scholarship.

This workshop/course is designed for students who are designing a survey for use in a research project. The workshop content draws on relevant cognitive processing theories and research (on comprehension, retrieval, judgment, and reporting). In addition to some readings and a few lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course may be repeated for credit.

Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.

The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.

See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses. Class meets April 10, April 17, April 24, May 1, May 15.

Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.

Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.

(1-2 units). Provides support in the development of English reading skills for academic purposes, including work on comprehension, speed, and critical interpretation, along with strategies for improving vocabulary. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

(1-2 units) Provides support in the development of listening and speaking skills in English, including academic listening, small group discussion, oral presentation, and intercultural communication. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

(1-2 units). Provides support in the development of English writing skills for non-natives. Writing assignments are negotiated with the instructor and may include practice in composition, SAT or TOEFL writing, and writing university application essays and statements of purpose. Students taking the course for 2 units will have additional individual assignments and a 50-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

Goal is to prepare incoming international graduate students for full-time study. Academic orientation and instruction in academic writing, listening, discussion, oral presentation, and spoken usage. Enrollment limited to 14. Course may be repeated once.

For current graduate students. Includes work on listening, oral presentation, discussion, and conversational interaction. May fulfill any two of the following EFS requirements, subject to approval by the EFS Director: EFSLANG 690A, 690B, 691, 693B.

For current graduate students. Focus on academic writing, with some work in reading and vocabulary development. Engineering, science, humanities, and social science students prepare a research paper; business students write one or more case studies. Fulfills requirement for EFSLANG 697 or 698A, subject to approval by the EFSLANG Director.

The sounds of English, and stress, intonation, and rhythm patterns important to natural-sounding speech. Enrollment limited to 14.

Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage. Enrollment limited to 14.

Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.

Communication skills for extended discourse such as storytelling and presenting supported arguments. Development of interactive listening facility and overall intelligibility and accuracy. Goal is advanced fluency in classroom, professional and social settings. Identification of and attention to individual patterned errors. May be repeated once for credit. Prerequisite: EFSLANG 690B or consent of instructor. Enrollment limited to 14.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. Enrollment limited to 14. May be repeated once for credit.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with video recording for feedback on language accuracy and usage. Fulfills the requirement for EFSLANG 691.

Strategies for effective listening in an academic setting, focusing on identifying key ideas in lectures. Practice in understanding words and phrases commonly encountered in classroom settings. Computer-based exercises for comprehension of rapid, natural speech. Enrollment limited to 14.

Listening strategies and vocabulary for understanding English in academic and non-academic contexts. Discussion and interpretation of communicative intent. Computer-based and video exercises across a range of genres; individual project. May be repeated once for credit. Prerequisite: EFSLANG 693A or consent of instructor.

Recognition and practice of American English sounds, stress, and intonation patterns for greater comprehension and intelligibility. Analysis of problem areas. Biweekly tape assignments and tutorials. May be repeated once for credit. Enrollment limted to 14.

Continuation of EFSLANG 695A, focusing on American English sounds, stress, rhythm, and intonation patterns. Emphasis is on self-monitoring, integrated with short presentations. Biweekly tape assignments and tutorials. Enrollment limited to 14. May be repeated for credit three times. Prerequisite: EFSLANG 695A.

Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. Enrollment limited to 14. May be repeated once for credit.

Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. Enrollment limited to 14. May be repeated once for credit.

For advanced graduate students completing major research projects. Revising and editing strategies for preparing papers, conference abstracts, and poster presentations. Practice adapting written and oral presentational content and style to different audiences. Students present their research and receive instructor and peer feedback, with regular individual tutorials in addition to class work. Enrollment limited to 12. May be repeated twice for credit. Prerequisite: Students required by the EFS Placement Exam to take EFSLANG 691, 697, 698A, or 698B may not enroll in 698C until those requirements have been fulfilled. Others may sign up directly.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work and in producing research papers. Fulfills the requirement for EFSLANG 698A.

This course focuses on how to write clear, concise, and organized technical writing. Through interactive presentations, group workshops, and individual conferences, students learn best practices for communicating to academic and professional audiences for a range of purposes.

How should human beings relate to the natural world? Do we have moral obligations toward non-human animals and other parts of nature? And what do we owe to other human beings, including future generations, with respect to the environment? The first part of this course will examine such questions in light of some of our current ethical theories: considering what those theories suggest regarding the extent and nature of our environmental obligations; and also whether reflection on such obligations can prove informative about the adequacy of our ethical theories. In the second part of the course, we will use the tools that we have acquired to tackle various ethical questions that confront us in our dealings with the natural world, looking at subjects such as: animal rights; conservation; economic approaches to the environment; access to and control over natural resources; environmental justice and pollution; climate change; technology and the environment; and environmental activism.

Open to students in all classes, those planning internships abroad and those planning research, from juniors with honors theses and sophomores with Chappell Lougee grants to freshmen thinking ahead. Introduces resources on campus for planning international research and service. Raises issues that need to be considered in advance of going abroad: ethical concerns, Human Subjects Protocol, networking, personal safety and gender issues, confronting cultural differences. Exposes students to research methods: case studies, interviewing, working in foreign libraries and archives.

Provides hands-on introduction to basic data management and analysis techniques using SAS. Data management topics include: Introduction to SAS and SAS syntax, importing data, creating and reading SAS datasets, data cleaning and validation, creating new variables, and combining data sets. Analysis techniques include: basic descriptive statistics (e.g., means, frequency) and bivariate procedures for continuous and categorical variables (e.g., t-tests, chi-squares).

(Formerly CTL 219.) Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class projects, discussion, and individual evaluation assist students in developing effective techniques for improving oral communication skills.

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.

For students who seek experience and advanced training in empirical research. Analysis of data from experimental through factorial designs, randomized blocks, repeated measures; regression methods through multiple regression, model building, analysis of covariance; categorical data analysis through two-way tables. Integrated with the use of statistical computing packages. Prerequisite: 10 or equivalent.

Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.

Modern statistical concepts and procedures derived from a mathematical framework. Statistical inference, decision theory; point and interval estimation, tests of hypotheses; Neyman-Pearson theory. Bayesian analysis; maximum likelihood, large sample theory. Prerequisite: 116. http://statweb.stanford.edu/~owen/courses/200

Data mining is used to discover patterns and relationships in data. Emphasis is on large complex data sets such as those in very large databases or through web mining. Topics: decision trees, association rules, clustering, case based methods, and data visualization. Prereqs: Introductory courses in statistics or probability (e.g., Stats 60), linear algebra (e.g., Math 51), and computer programming (e.g., CS 105).

Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. Pre- or corequisite: 200.